Qual o lugar das práticas de alfabetização e letramento no currículo da Educação Infantil?

Abstract

This article aims to discuss and analyze various theoretical perspectives on integrating reading and writing practices into the early childhood education curriculum, drawing on contemporary Brazilian authors and the guidelines set out in official documents. It builds on the concepts of literacy, written language acquisition and written culture, delineating their differences, interrelationships, and potential implications for pedagogical work on written language in early childhood. Adopting a qualitative approach grounded in bibliographic and documentary research, the article presents a spectrum of practices and conceptions, ranging from those advocating the inclusion of reflection on the alphabetic writing system and phonological awareness to those that prioritize providing real-life situations for the use of written language in everyday experiences guided by children’s interests. The results reveal that, despite differences, there is consensus on the importance of including oral and written language in young children’s learning and development, as long as this occurs in playful contexts, does not constitute an early start of formal literacy instruction, and respects the pace and particular characteristics of early childhood. However, opinions diverge on whether activities involving the alphabetic writing system should be included at all and on the degree of emphasis that should be placed on certain types of written language activities. This study contributes to the debate on the limits and possibilities of incorporating literacy practices into the early childhood education curriculum. It offers theoretical and reflective insights that can support educators in designing practices that take into account children’s learning rights in early childhood and the specific characteristics of this stage of development.